Sarah Droder, Quintino Mano, Julia Guerin, Stephen Becker, Jeffery Epstein, Leanne Tamm
{"title":"The shifting role of fluid reasoning in reading among children evaluated for ADHD.","authors":"Sarah Droder, Quintino Mano, Julia Guerin, Stephen Becker, Jeffery Epstein, Leanne Tamm","doi":"10.1080/21622965.2023.2178922","DOIUrl":null,"url":null,"abstract":"<p><p>Children with attentional difficulties are more likely than their peers to experience challenges in basic reading skills, including phonemic decoding and word recognition. Such challenges may require reliance on higher-order cognitive functions such as fluid reasoning (G<i>f</i>) to attain reading proficiency. The present study sought to clarify the role of G<i>f</i> in phonemic decoding and word recognition among children-in grades 1-7 (<i>n</i> = 156)-being evaluated for attention-deficit/hyperactivity disorder (ADHD). Effects of G<i>f</i> were examined in relation to crystallized knowledge (G<i>c</i>). Results indicated that G<i>f</i> exerted a direct effect onto phonemic decoding in early grades (grades 1-2) but not in later grades (grades 3-7). G<i>f</i> also exerted an indirect effect onto phonemic decoding-through G<i>c</i>-in later grades (grades 3-7) but not in early grades (grades 1-2). Finally, G<i>f</i> exerted an indirect effect onto word recognition through phonemic decoding in grades 1-4 but not in grades 5-7. Altogether, findings show that G<i>f</i> plays a direct role in younger children's phonemic decoding and an indirect role in word recognition (through G<i>c</i>) in later grades, suggesting a shift in G<i>f</i>'s role across grade levels. Although findings need replication in longitudinal research, current results have implications for both typical and atypical reading development.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"325-333"},"PeriodicalIF":1.4000,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Applied Neuropsychology: Child","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/21622965.2023.2178922","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/3/1 0:00:00","PubModel":"Epub","JCR":"Q4","JCRName":"CLINICAL NEUROLOGY","Score":null,"Total":0}
引用次数: 0
Abstract
Children with attentional difficulties are more likely than their peers to experience challenges in basic reading skills, including phonemic decoding and word recognition. Such challenges may require reliance on higher-order cognitive functions such as fluid reasoning (Gf) to attain reading proficiency. The present study sought to clarify the role of Gf in phonemic decoding and word recognition among children-in grades 1-7 (n = 156)-being evaluated for attention-deficit/hyperactivity disorder (ADHD). Effects of Gf were examined in relation to crystallized knowledge (Gc). Results indicated that Gf exerted a direct effect onto phonemic decoding in early grades (grades 1-2) but not in later grades (grades 3-7). Gf also exerted an indirect effect onto phonemic decoding-through Gc-in later grades (grades 3-7) but not in early grades (grades 1-2). Finally, Gf exerted an indirect effect onto word recognition through phonemic decoding in grades 1-4 but not in grades 5-7. Altogether, findings show that Gf plays a direct role in younger children's phonemic decoding and an indirect role in word recognition (through Gc) in later grades, suggesting a shift in Gf's role across grade levels. Although findings need replication in longitudinal research, current results have implications for both typical and atypical reading development.
期刊介绍:
Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.